SHRI VAISHNAV INSTITUTE OF MANAGEMENT

INDORE


A Major Research Project
On

A study of Training Programme Effectiveness at Tata Motors
In partial fulfilment of the course-code 406c Sem. IV of master of business
administration (full time) Devi Ahilya university Indore.

(Batch: 2012-2014)



GUIDED BY: SUBMITED BY:
MR. DIGAMBER NEGI ASHISH YADAV
FACULTY GUIDE MBA 4th SEM. (FT)
CONTENTS

INTRODUCTION
TITLE
CONCEPTUAL FRAMEWORK
LITRETURE REVIEW
NOTEWORTHY CONTRIBUTION
RATIONALE
OBJECTIVES OF THE STUDY
RESEARCH METHODOLOGY
EXPECTED OUTCOMES
REFERENCES
WEBLIOGRAPHY














INTRODUCTION
Project Title: A study of Training Programme Effectiveness at Tata Motors

The structure, creditability, and viability of the training unit are determined by the
organizations needs, by managements evaluation of the contribution of training and by the
ability of training function to meet the dual challenges of responsibility and accountability.
The increasing need to train and retrain provides opportunity for trainers to take on
expanded responsibilities in strategic planning and anticipating and meeting Human Resource
Development objectives. In terms of accountability, trainers are increasingly required by
management to correlate their activities, programs and expenditures with the achievements of
specific, measurable and desirable results for individuals and for their organizations.
The explosion in technology that followed World War 2 and increased awareness of
the value of human assets contributed to the establishment of training as a profession and
as a continuing and needed part of the personnel function. For many individuals, an
organizations commitment to training identified that company as an enlightened and
favorable place to work. Training became a condition and benefit of employment. For
example; in some firms policy statement were written mandating that each employee receive
at least 40 hours of training a year.
Through this study and research work we have come to know more about the
importance of training in a business organization.






CONCEPTUAL FRAMEWORK
3.1 TRAINING:
Training is the process of increasing the knowledge and skills for doing a particular job. The
purpose of training is to bridge the gap between job requirements and present competence of
an employee.
Training is the acquisition of knowledge, skills, and competencies as a result of the teaching
of vocational or practical skills and knowledge that relate to specific useful competencies.
Training has specific goals of improving one's capability, capacity, and performance. It forms
the core of apprenticeships and provides the backbone of content at institutes (also known as
technical colleges or polytechnics). In addition to the basic training required for
a trade, occupation or profession, observers of the labour-market recognize as of 2008 the
need to continue training beyond initial qualifications: to maintain, upgrade and update skills
throughout working life. People within many professions and occupations may refer to this
sort of training as professional development.
Training helps to improve the self confidence of an employee. Trained employees can
perform better and there by earn more. Training helps the employees to use safety devices, so
they are less prone to the accidents.Training enables the employees to adapt to changes in
work procedure and methods.Training helps the employees to develop and earn quick
promotions.Training also develops new knowledge and skills among the employees. Too
often managers are sent to training programs without any understanding of why. Some may
think that they are being rewarded for the past performance, while others perceive that they
are being punished for skill deficiencies.
It is the responsibility of the managers managers to ensure that employees know exactly why
they are being asked to attend the program and what they can expect from it Management has
an important role to play before, during and after the training.
3.2 Training Programs in a Company:
Most internal programs, whether conducted by the organizations own staff or by external
vendors, consist of some form of feedback through video, written or verbal comments from
peers or surveys among superiors or subordinates. Some programs involve lectures and films,
while others rely on role playing and group discussion. An effective management training
program will include a number of learning techniques, including case studies, critical
incidents, simulations and management games, films or videos, and group discussions. The
key to a successful is to use techniques which closely approximate on-the-job situations
which the participants can identify in terms of their own organizations climate.
Training Programs in a Company:
Most internal programs, whether conducted by the organizations own staff or by
external vendors, consist of some form of feedback through video, written or verbal
comments from peers or surveys among superiors or subordinates. Some programs involve
lectures and films, while others rely on role playing and group discussion. An effective
management training program will include a number of learning techniques, including case
studies, critical incidents, simulations and management games, films or videos, and group
discussions. The key to a successful is to use techniques which closely approximate on-the-
job situations which the participants can identify in terms of their own organizations climate.
Before designing an in-house training program and developing materials, the objectives of
the course should be defined and approved by management. These objectives should be stated
in clear, understandable terms so that top management and participants understand the
intended outcomes of the program. Objectives should be written for the overall programs as
well as for specific topics or modules which are to be included. There are basically two kinds
of objectives:-behavioral and learning. Learning objectives are stated in terms of what the
participant will know at the end of the programs, while behavioral objectives are stated in
terms of what the participant will be able to do at the conclusion.
In company programs can be custom-designed to meet the real needs of organization.
The topics, exercises, materials and methodologies can be tailored to reflect to reflect the
organizations own missions, goals policies and business environment and to provide
participants with an opportunity to work on real problems and situations facing the
organization.


Preparing Managers For Training Programs:
Too often managers are sent to training programs without any understanding of why.
Some may think that they are being rewarded for the past performance, while others perceive
that they are being punished for skill deficiencies.
It is the responsibility of the managers managers to ensure that employees know
exactly why they are being asked to attend the program and what they can expect from it
Management has an important role to play before, during and after the training.
Need for Training:
1. Job Requirements: Employees selected for a new job may lack qualification, skills
and experience required to perform that particular job. And in some cases the past
experience and job knowledge of experienced people are not enough to meet the
present competencies. Therefore training is essential to meet the job requirements
and need of the organization.
2. Technological Changes: Technology is changing very fast. Increasing use of fast
changing techniques requires training to adapt themselves with new technological
needs.
3. Organizational Viability: In order to survive and grow, an organization must
adopt itself to the changing business environment. With increasing economic
liberalization and globalization the firms must upgrade their employees and
capabilities to meet the changing demand of business. So training is essential.
4. Internal Mobility: Training becomes necessary when an employee moves from one
job to other due to promotion or transfer. Training is widely used to prepare
employees for higher level of jobs.
Importance of Training:
1. Higher Productivity: Training helps to improve the level of performance and thereby
increasing the productivity of employees which results in the growth and profitability
of the organization.
2. Better Quality of Work: In training the best methods are standardize and taught. So
there is less likely occurrence of operational mistakes and that is the reason quality of
the product or service increases.
3. Less Learning Period: A systematic training program helps to reduce time and cost
involved in learning. There is less change of wastage of time and efforts.
4. Cost Reduction: Trained employees make more economical use of the materials and
the machinery. Training also reduces the maintenance cost there by reducing the cost
of production and operation which leads organizations profitability.
5. Reduced Supervision: Well trained employees tend to be self radiant and motivate.
They need less guidance and control to perform their duties.
6. Low Accident Rates: Trained personnel adopt the right work methods and make use
of prescribed safety devices. So frequency of accidents decrease.
7. High Morale: Proper training can develop the morale, job satisfaction and positive
attitude towards the job and towards the organization.
8. Personal Growth: Training helps the personnel to grow faster in their career and also
to develop employees for higher post and attaining managerial skills.
9. Organizational Climate: A sound training program helps to improve the climate of
organization.

Benefits of Training:
Training helps to improve the self confidence of an employee.
Trained employees can perform better and there by earn more.
Training helps the employees to use safety devices, so they are less prone to the
accidents.
Training enables the employees to adapt to changes in work procedure and methods.
Training helps the employees to develop and earn quick promotions.
Training also develops new knowledge and skills among the employees.


Types of Training:
1. Orientation Training: Induction or orientation training seeks to adjust the newly
appointed employee to work environment.it is also known as pre-job training.
2. Job Training: It refers to the training provided with a view that to increase the
knowledge and skills of the employees for improving performance on the job.
3. Safety Training: Training provided to minimize the accidents and damage to
machineries. It creates consciousness and use of safety devices.
4. Refresher Training: Employees are trained to use new methods and techniques to
make them adaptable with changing technological up-gradation.
5. Remedial Training: Such training are arranged to overcome the shortcomings in
behavior and the performance of existing employees.

Identifying Training Needs:
All the training activities must be related to the specific need of the organization and
the individual employees. The training programme should be launched only after the
training needs are assessed clearly. In order to identify training the gap between the
existing and required levels of knowledge, skills and performance and aptitude should be
specified.
1.Organizational Analysis: It involves a study of the entire organization in terms of its
objectives its resources, resource allocation and utilization growth potential and its
environment.
i. Analysis of the objectives: the long term and short term objectives and their
relative priorities are analyzed and then the general objectives are translated into
specific and detailed operational targets.
ii. Resource utilization analysis: The allocation of human and physical resources and
their efficient utilization in meeting the operational targets are analyzed.
iii. Organizational Climate Analysis: The prevailing climate of an organization
reflects the employees and managements attitude towards employee development.
iv. Environmental Scanning: The economic, political, technological and socio-
economical, cultural environmental of the organization is analyzed.
2.Task or Role analysis: It is a systematic analysis of the jobs to identify job contents,
the job knowledge, skills and aptitudes required and the work behavior.
3. Manpower analysis: The persons to be changed and changes required are analyzed. It
is decided whether the persons performance is substandard and training is needed, it is
determined the employees are capable of getting trained, specific areas are decided
where training is needed and the effectiveness of training is also decided.
I. Training objectives:
1. To impart to new entrants the basic knowledge and skills required for efficient
performance.
2. To assist the employees to function more effectively in their present position by
developing their skills and techniques.
3. To built up a second line of competent authorities and prepare them to occupy more
responsible positions.
4. To broaden he minds of senior managers through interchange of experiences within
and outside.
II. Training Policy:
1. Nature and size of the group to be trained.
2. Role and tasks to be coined out by the group.
3. Relevance applicability and compatibility of training to work situations
4. Identification of behaviour when change is required.
5. Existing and desired behaviour defined in terms of ratio.
6. Operational results to be achieved through training.
Indicators to be used in determining changes from existing to desired level

III. TRAINING METHODS AND TECHNIQUES:
1. On- the-Job Training(OJT):
In this method the trainee is placed on a regular job and taught the skills necessary to
perform the necessary job. The trainee learns under the guidance of a superior or
instructor by observing and handling the job. So this is called Learning by Doing.
Several methods are used under the On-the-Job Rotation, Committee assignments,
etc. But a popular form of the on the job Training is Job Instruction Training (JIT) or step
by step learning.
Job Instruction Training includes:
Preparing the trainee for instructions.
Presenting the job operations (Instructions) in terms of what the trainee is required to
do.
Applying and trying out the instructing to judge the understanding of the instructions
to the trainee.
Following up training to identify corrective ness of training.
Advantages:
1. The trainee learns by performing with actual machines.
2. This method is economical. No additional expenses are there.
3. Trainees learn and understand the organizational process by observing.
4. Line supervisors take an active role.
5. This is the most suitable method of training.
Disadvantages:
1. It is very difficult for the trainee to concentrate on the actual work atmosphere.
2. This method is unorganized.
3. The trainee may cause damage to equipments.

2. Vestibule Training:
In this method of training the training centre is called vestibule is setup and actual job
conditions are duplicated or simulated. Expert trainers are employed to provide training
with the help of equipments and machines which are identical with those in use at the
work place.
Advantages:
1. The trainee can concentrate on learning.
2. The interest motivation of trainee is high as they work on real job conditions.
3. Correct methods of operation can be taught.
4. Reduced damage of costly machines.
5. It is very efficient.
Disadvantages:
1. It is very expensive.
2. The training atmosphere is artificial.
3. Separation of the training from the supervisors may create a
problem.
3. Apprenticeship Training:
In this method both theoretical instruction and practical learning are provided to the
trainees in the training institutes. In India Government has established Industrial Training
Industrial Training Institutes (ITIs) under the Apprenticeship Act 1962 for the purpose.

Advantages:
1. It combines theory and practice.
2. The trainee acquires skills, which is valuable in job market.
3. Provides skilled workforce to the industries.
Disadvantages:
1. It is very time consuming and expensive.

4. Class room Training:
Under this method training is provided in company class rooms or educational
institutions, lectures, case studies, group discussions and audio visual aids are used to
explain knowledge and skills.
5. Internship Training:
It is joint program of training in which educational institutes and business firms co-
operates. Selected candidates carry on regular studies for the prescribed period.
Simultaneously they work in some industry or office to gain some practical knowledge
and skills.

TATA MOTORS AN OVERVIEW


THE TATAGROUP PROFILE
The TATA Group is one of India's largest and most respected business conglomerates, with
revenues in 2004-05 of $17.8 billion (Rs. 799,118 million), the equivalent of about 2.8 per
cent of the country's GDP.
TATA companies together employ some 215,000 people. The Group's 32 publicly listed
enterprises among them standout names such as TATA Steel, TATA Consultancy
Services, TATA MOTORS and TATA Tea have a combined market capitalization that
is the highest among Indian business houses in the private sector, and a shareholder base of
over 2 million. The TATA Group has operations in more than 40 countries across six
continents, and its companies export products and services to 140 nations.
The TATA family of companies shares a set of five core values: integrity, understanding,
excellence, unity and responsibility. These values, which have been part of the Group's
beliefs and convictions from its earliest days, continue to guide and drive the business
decisions of TATA companies. The Group and its enterprises have been steadfast and
distinctive in their adherence to business ethics and their commitment to corporate social
responsibility. This is a legacy that has earned the Group the trust of many millions of
stakeholders in a measure few business houses anywhere in the world can match.
Tata Motors is India's most reliable, dynamic and futuristic automobile manufacturer.


Manufacturing
Tata Motors owes its leading position in the Indian automobile industry to its strong focus on
indigenization. This focus has driven the Company to set up world-class manufacturing units
with state-of-the-art technology. Every stage of product evolution-design, development,
manufacturing, assembly and quality control, is carried out meticulously. Our manufacturing
plants are situated at Jamshedpur in the East, Pune in the West and Lucknow in the North.
Jamshedpur:
This was the first unit of the Company established in 1945 and is spread over an area of 822
acres. It consists of 3 divisions - Truck, Engine (including the Gear Box division) and Axle.
Pune:
The Pune unit is spread over 2 geographical regions- Pimpri and Chinchwad and has a
combined area of around 510 acres. It was established in 1966 and has a Production
Engineering Division.
Lucknow:
Established in 1991 and covering an area of 600 acres, the Lucknow Plant was established to
assemble Medium Commercial Vehicles (MCVs) to meet the demand in the Northern Indian
market. In 1995, the unit started manufacturing bus.

TATA MOTORS, Jamshedpur 8
Corporate Head
Quarters
Manufacturing
Plants
Jamshedpur
Pune
Lucknow
LOCATIONS OF TATA MOTORS
JAMSHEDPUR
LUCKNOW
PUNE
MUMBAI
DHARWAD
DHARWAD

TATA MOTORS CARES
Green Matters
TATA Motors, a Company that cares about the future. TATA Motors believes in
technology for tomorrow. Our products stand testimony to this. Our annual expenditure on
R&D is approximately 1.3% of our annual turnover. We have also set up two in-house
Engineering Research Centres that house India's only Certified Crash Test Facility. We
ensure that our products are environmentally sound in a variety of ways. These include
reducing hazardous materials in vehicle components, developing extended life lubricants,
fluids and using ozone-friendly refrigerants. TATA Motors has been making conscious effort
in the implementation of several environmentally sensitive technologies in manufacturing
processes. The Company uses some of the world's most advanced equipment for emission
check and control. TATA Motors concern is manifested by a dual approach -
1) Reduction of environmental pollution and regular pollution control drives.
2) Restoration of ecological balance.
Our endeavors towards environment protection are soil and water conservation
programmes and extensive tree plantation drives. TATA Motors is committed to restoring
and preserving environmental balance by reducing waste and pollutants, conserving resources
and recycling materials.
Reducing Pollution:
TATA Motors has been at the forefront of the Indian automobile industry's anti-pollution
efforts by introducing cleaner engines. It is the first Indian Company to introduce vehicles
with Euro I and Euro II norms well ahead of the mandated dates. TATA Motors' joint venture
with Cummins Engine Company, USA, in 1992, was a pioneering effort to introduce
emission control technology for India. Over the years, TATA Motors has also made
investments in setting up of an advanced emission-testing laboratory.

With the intention of protecting the environment, TATA Motors has upgraded the
performance of its entire range of four and six cylinder engines to meet international emission
standards. This has been accomplished with the help of world-renowned engine consultants
like Ricardo and AVL. These engines are used in TATA Motors vehicles in the Indian
market, as well as
In over 70 export markets, TATA Motors is constantly working towards developing
alternative fuel engine technologies. It has manufactured CNG version of buses and followed
it up with a CNG version of its passenger car, the Indica.
Community Development
The Company's Community Service Division works through various societies to
improve the conditions of neighboring villages - encouraging economic independence
through self-initiated cottage industries and contributing to community and social forestry,
road construction, rural health, education, water supply and family planning.
TATA Motors has been making numerous well-planned efforts in the area of rural
development.
Gram Vikas Kendra
Agriculture development through provision of check dams, irrigation wells and lifts
irrigation projects.
Provision of safe drinking water and sanitation in 245 villages under WATSAN
project in collaboration with UNICEF and SIDA and Govt. of Jharkhand.
450 Tube wells.
More than 2000 low cost toilets.
887 Households in a cluster of 6 villages have been 100% sanitized.
Net working with more than 500 NGOs for promotion of environment awareness
under Ministry of Environments NEAC Projects.
More than Ten Million Trees have been planted under Social Forestry Projects.
Parivar Kalyan Sansthan
Child Survival Project in collaboration with CARE India in 100 villages of Potka
Block.
Regular AIDS Awareness programmes for the target group of youth, Dhaba dwellers
and Convoy drivers.
Integrated programme for visually impaired children.
FAMILY WELFARE
Every year the following services are extended to the Rural Population: -
Complete Immunization to more than 5000 children.
Subsidized Medical facilities to about 30,000 rural peoples
200 Cataract operations, partially with the help of Rotary Club of Jsr East.
Polio Vaccine to more than 20,000 children.
3, 000 sterilization operations.
HEALTH & SANITATION
Mobile health service staff provides preventive and curative health services under the
"Health for All" programme. They train village health workers in conducting the same. Safe
drinking water facilities are provided to ensure health of the villagers.
EMPLOYMENT GENERATION
TATA Motors encourages self-sufficiency with the aim to improving the confidence,
morale and lives of its employees and their dependents. The Company has worked on some
novel ideas around its townships. Employees relatives at Pune have been encouraged to form
various industrial co-operatives engaged in activities such as re-cycling of scrap wood into
crates and furniture, welding, steel scrap baling, battery cable assembly etc. The TATA
Motors Grihini Social Welfare Society caters to employees women dependents. The women
folk make a variety of products, ranging from pickles and uniforms to electrical cable
harnesses etc.

Catering to approx. 9000 employees.
Works Area: 822 Acres, Town-ship area: 1250 acres, housing 40000 people, 30 miles
of roads.
Stadium, Parks, Clubs, SportsCenters, YogaCenter, Hobby Centers etc.

QUALITY ASSURANCE:
Quality products have always been the hallmark of Telco. The QA Division operates
not only in-plant to cover primary inspection, metallurgy, metrology, line inspection and
statistical quality control, but also involves itself in improving the quality and reliability of
ancillary suppliers at their own factory sites. The test for quality finally ends at the test track.
Jamshedpur zest for quality has led it to gain the status of being the first automobile
unit in the country to achieve ISO 9000 certification, a zest that it has communicated to its
ancillaries by helping a number of them to also obtain not only the coveted ISO 9000 but also
the QS 9000.
R & D WING:
While the main EngineeringResearchCenter is located at Tata Motor Pune plant, the
Jamshedpur unit has its own research wing, which regularly upgrades components and
aggregates. A torture track enables rigorous and exhaustive testing of modifications before
they become regular fitments.
HRD & C:
Human Resource Development is a major priority at TATA Motors whether it is at the
worker or engineer levels. Over the years, young men have been trained for skilled jobs to
meet the growing demands of advancing technology. The training activity includes preparing
fresh recruits to meet job challenges as also retraining of all levels of employees to further
meet new requirements.
On-the-job training is also provided to graduates in engineering before absorption so
that they are adequately groomed for later managerial responsibilities.
4) LITERATURE REVIEW
Stefanie et al., (2012) examined the relationship between goal setting and transfer of training
as measured on a 360-degree survey collected 3 months after a 5-day leadership development
program. Leaders set personal goals for behaviour change during the program. For two of the
three competencies measured (developing others, building and maintaining relationships),
leaders who set a goal for change on a competency were perceived as having improved more
on that competency than those who did not. Those who set more than one goal were
perceived as having improved more across competencies than those who set only one goal.
Karina et al., (2010) examined whether the impact of the intervention may be enhanced by
providing managers with training during the change process. To test this possibility we
carried out a longitudinal intervention study (with a no training comparison group) in a part
of the Danish elderly care sector that was implementing teamwork. Kirkpatricks (1998)
training evaluation model was used to examine the effects of training team managers in issues
such as teamwork, transformational leadership and change management on the outcomes of
team implementation. We used a combination of quantitative and qualitative research
methods to isolate the impact of manager training on the success of the teamwork
intervention. The results identified some significant, but modest, incremental positive effects
that could be attributed to the manager training. The results also showed that significant
organizational changes during the intervention had an impact on both the team intervention
and the transfer of manager training.
Brian et al.,(2010)examined Although transfer of learning was among the very first issues
addressed by early psychologists, the extant literature remains characterized by inconsistent
measurement of transfer and significant variability in findings. This article presents a meta-
analysis of 89 empirical studies that explore the impact of predictive factors (e.g., trainee
characteristics, work environment, training interventions) on the transfer of training to
different tasks and contexts. We also examine moderator effects of the relationships between
these predictors and transfer. Results confirmed positive relationships between transfer and
predictors such as cognitive ability, conscientiousness, motivation, and a supportive work
environment. Several moderators had significant effects on transfer relationships, including
the nature of the training objectives. Specifically, most predictor variables examined (e.g.,
motivation, work environment) had stronger relationships to transfer when the focus of
training was on open (e.g., leadership development) as opposed to closed (e.g., computer
software) skills. Other moderators related to the measurement of transfer also influenced
transfer relationships, including situations in which transfer outcomes were obtained by the
same source in the same measurement context which consistently inflated transfer
relationships. Findings are discussed in terms of their relevance for future research and
training practice.

Lisa et al., (2009) examined Decades have been spent studying training transfer in
organizational environments in recognition of a transfer problem in organizations.
Theoretical models of various antecedents, empirical studies of transfer interventions, and
studies of best practices have all been advanced to address this continued problem. Yet a
solution may not be so elusive. This paper spotlights the crucial role of accountability in
solving the transfer problem by applying the theoretical lens of Schemers pyramid of
accountability. A conceptual framework is advanced and implications for future research and
practice are discussed. Recommendations for practice include conducting a training transfer
accountability audit to determine where and for whom accountability lapses exist in an
organization, developing and clearly communicating prescriptions and expectations for
training transfer for each stakeholder group, and evaluating training transfer outcomes across
training programs.
OBJECTIVES OF THE STUDY
I. To know whether existing employees in the organization require refresher training so
as to keep abreast of the latest development in job operations.
II. Importance of the concept of training in present business organization

RATIONALE
The purpose of the study is to help the TATA MOTOR to know the level of performance of
their employees at the current position and how the training programme will help the
company to improve the productivity.

SURVEY ANALYSIS AND INTERPRETATION
Some of the Training programs at Tata motors:
Finance for non-finance managers
Communication skills
Presentation skills
ISO/TS: 16949
TBEM
Project management
Managerial effectiveness
Production management
Strategic management
Conflict management & decision making
Emotional intelligence for managers
Personal growth &effectiveness lab.
Supply chain management (SCM)
Stress management
Total productive maintenance
Six sigma refresher
Global production system





TRAINING APPROACH AT M.T.C, TATA MOTORS:
CIRO MODEL
Job Search

CONTEXT
Developmental Plans of Individuals
Company Level Targets
Projects like Six-Sigma, Kaizen, Bench Marking
Certification requirements like ISO 9000, TS 16949

INPUT
Program design based on required Competency
Test Design to Assess Competency
Pre-test to Know the existing levels as also differences amongst
individuals

REACTIONS
Participant feedback on course Design, Delivery, Content,
Faculty, Reading etc
Post-test to Assess acquired levels on the Competency
requirements

OUTPUT
Participant feedback after 3 months to see the applications on
job
To measure the gains of Training
Superiors Rating on the Participants Performance on-the-job
Testing/Interview after 3 months
Training Effectiveness Review

PARTICIPANTS NAME: _________________________________________________
PROGRAMME NAME: __________________________________________________
Questionnaire for the Participant
DURATION: _________________________ DATE(S): _______________________
As a part of feedback we would like to have your assessment of the above programme that
you have attended. This will help us to improve our programme.
Please take a few minutes to think about the entire program & rate the following criteria on a
5- point scale in the white cells provided below (by entering only the number).s
5 - Strongly Agree, 4 - Agree, 3 - No Strong Opinion, 2 - Disagree, 1 Strongly
Disagree
SR.
NO.
Criterion
A The Training program I attended was relevant to my job.
What was your actual training need?
What was the coverage?
B The concepts & techniques I learnt during the training could be
put into practice in my job.

C The Training program was complete /sufficient with regards to
its objectives.

D The topics covered were relevant /adequate for my job.
E I have been able to implement the concept/techniques (learnt
during the training) on the job.

F To implement what I have learnt during the training, I get co-
operation from my superiors and subordinates.

G As a result of this training program, I have been able to
contribute to the divisional productivity/quality.

H As a result of this training program, there has been an
improvement in my knowledge and skills

State your contributions as a result of this Training Program.

Date: Signature
Training Effectiveness Review

PARTICIPANTS NAME: _________________________________________________
PROGRAMME NAME: __________________________________________________
DURATION: _________________________ DATE(S): _______________________
As a part of feedback we would like to have your assessment of the above programme that
your subordinate had attended. This will help us to improve our programme.
Please take a few minutes to think about the entire program & rate the following criteria on a
5- point scale in the white cells provided below (by entering only the number).
5 - Strongly Agree, 4 - Agree, 3 - No strong Opinion, 2 - Disagree, 1 Strongly Disagree
SR. NO. Criterion
A The Training was relevant to my subordinates job.
B He/She has been able to apply (on the job) the concepts learnt
during the training program.

C There has been an improvement in the Efficiency/Productivity
of my subordinate.

d As a result of my subordinates training ,there have been
Visible changes in the work culture in terms of using. These
tools/techniques/concepts.

E After the training there has been a significant change in my
subordinates attitude towards the job and people at work.

Please briefly mention change/ improvement in Productivity/ Quality/ Attitude/ Culture
perceived by you.


# Any suggestions for improvements in the Training Programme.

Questionnaire for Superior of the Participant

Date: Signature:
Name:
Training Effectiveness analysis on the basis of CIRO MODEL
QUESTIONAIRE FOR THE PARTICIPANT WHO HAVE ATTENDED THE
TRAINING PROGRAM
Q: A. The Training Program I attended was relevant to my job:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 05 6.25
No Strong Opinion 09 11.25
Agree 52 65.00
Strongly Agree 14 17.50
Total 80 100

52 employees agree that training program they have attended was relevant to their job.14 of
them were strongly agree with it. Where as, 5 of them disagrees and 9 of them were having
no strong opinion.
Q. B. The Concepts and Techniques I learnt during the training could be put into
practice in my job:
0
10
20
30
40
50
60
70
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 02 2.50
No Strong Opinion 15 18.75
Agree 59 73.75
Strongly Agree 04 5.00
Total 80 100

59 employees agree that training program they have attended was relevant to their job.4 of
them were strongly agree with it. Where as, 2 of them disagrees and 15 of them were having
no strong opinion.
Q: C. The Training program was complete/sufficient with regards to its objectives:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 10 12.50
No Strong Opinion 14 17.50
Agree 47 58.75
Strongly Agree 09 11.25
0
10
20
30
40
50
60
70
80
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
Total 80 100

47 employees agree that training program they have attended was relevant to their job.9 of
them were strongly agree with it. Where as, 10 of them disagrees and 14 of them were having
no strong opinion.



Q: D. The topics covered were relevant/adequate for my job:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 03 3.75
No Strong Opinion 24 30.00
Agree 37 46.25
Strongly Agree 16 20.00
Total 80 100
0
10
20
30
40
50
60
70
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %

37 employees agree that training program they have attended was relevant to their job.16 of
them were strongly agree with it. Where as, 3 of them disagrees and 24 of them were having
no strong opinion.


Q: E. I have been able to implement the concept/techniques (learnt during the training)
on-the-job:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 05 12.50
No Strong Opinion 15 17.50
Agree 54 58.75
Strongly Agree 06 11.25
Total 80 100
0
5
10
15
20
25
30
35
40
45
50
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %

54 employees agree that training program they have attended was relevant to their job.6 of
them were strongly agree with it. Where as, 5 of them disagrees and 15 of them were having
no strong opinion.

Q: F. To implement what I have learnt during the training, I get co-operation from my
superiors and subordinates.
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 00 0.00
No Strong Opinion 07 8.75
Agree 62 77.50
Strongly Agree 11 13.75
Total 80 100
0
10
20
30
40
50
60
70
srongly
disagree
disagree no strong
opinion
agree strongly
agree
no. of participants %

62 employees agree that training program they have attended was relevant to their job.11 of
them were strongly agree with it. Where as, 7 of them were having no strong opinion.




Q: G. As a result of this training program, I have been able to contribute to the
divisional productivity/Quality:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 07 8.75
No Strong Opinion 18 22.50
Agree 47 58.75
Strongly Agree 08 10.00
Total 80 100
0
10
20
30
40
50
60
70
80
90
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %

47 employees agree that training program they have attended was relevant to their job.8 of
them were strongly agree with it. Where as, 7 of them disagrees and 18 of them were having
no strong opinion.

Q: H. As a result of this training program, there has been an improvement in my knowledge and
skills:
Number of Respondent Percentage
Strongly Disagree 01 1.25
Disagree 04 5.00
No Strong Opinion 23 28.75
Agree 20 25.00
Strongly Agree 32 40.00
Total 80 100
0
10
20
30
40
50
60
70
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %

20 employees agree that training program they have attended was relevant to their job.32 of
them were strongly agree with it. Where as, 4 of them disagrees and 23 of them were having
no strong opinion. Only 1 employee was strongly disagree.






Q: A. The Training was relevant to my Subordinates Job:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 00 0.00
No Strong Opinion 04 5.00
0
5
10
15
20
25
30
35
40
45
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
Questionnaire for Superior of the Participant
Agree 17 21.25
Strongly Agree 59 73.75
Total 80 100

17 employees agree that training program they have attended was relevant to their job.59 of
them were strongly agree with it. Where as, 4 of them were having no strong opinion.

Q: B. He/She has been able to apply (on the job) the concepts learnt during
the Training Program:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 11 13.75
No Strong Opinion 09 11.25
Agree 26 32.50
Strongly Agree 34 42.50
Total 80 100
0
10
20
30
40
50
60
70
80
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %

26 employees agree that training program they have attended was relevant to their job.34 of
them were strongly agree with it. Where as, 11 of them disagrees and 9 of them were having
no strong opinion.


Q: C. There has been an improvement in the Efficiency/Productivity of my subordinate:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 06 7.50
No Strong Opinion 11 13.75
Agree 44 55.00
Strongly Agree 19 23.75
Total 80 100
0
5
10
15
20
25
30
35
40
45
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %

44 employees agree that training program they have attended was relevant to their job.19 of
them were strongly agree with it. Where as, 6 of them disagrees and 11 of them were having
no strong opinion.


Q: D. As a result of my subordinates training; there have been visible changes in the
work culture in terms of using these tools/techniques/concepts:
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 03 3.75
No Strong Opinion 29 36.25
Agree 37 46.25
Strongly Agree 11 13.75
Total 80 100
0
10
20
30
40
50
60
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %

37 employees agree that training program they have attended was relevant to their job.11 of
them were strongly agree with it. Where as, 3 of them disagrees and 29 of them were having
no strong opinion.


Q: E. After the training there has been a significant change in my subordinates
attitude towards the job and people at work.
Number of Respondent Percentage
Strongly Disagree 00 0.00
Disagree 13 16.25
No Strong Opinion 25 31.25
Agree 27 33.75
Strongly Agree 15 12.00
Total 80 100
0
5
10
15
20
25
30
35
40
45
50
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %

27 employees agree that training program they have attended was relevant to their job.15 of
them were strongly agree with it. Where as, 13 of them disagrees and 25 of them were having
no strong opinion.









0
5
10
15
20
25
30
35
40
srongly
disagree
disagree no strong
opinion
agree strongly agree
no. of participants %
CONCLUSION
It is concluded from the survey on training effectiveness that training program conducted in
TATA Motors is very effective in adding on to the skill and knowledge of the employee to
meet the present and future requirement of the organization. The CIRO MODEL used by the
company to measure the training efficiency level has proved to be beneficial to the company.
It helps us derive conclusions on the cost to be incurred for the various training programs and
terminate those programs which are proving to be white elephants to the organization, also
helps us devise new programs for the companys substantial growth and existence in the
current as well as future scenario. It is found that employees were very satisfied by the
training provided to them and strongly agreed that there has been an increase in their
confidence level. After training their skills and knowledge have also been enhanced and
hence, this led to a remarkable improvement in their performance.
After surveying the officers we have concluded that the training program has improved the
work standard and increased the efficiency of the employees in order to help the organization
to achieve the stated goals. It is concluded that training is a major tool for employee growth
and development.
LIMITATIONS:
Time constraints of employees and supervisors.
Lack of enthusiasm among employees in filling the questionnaires.
Filling of incorrect information in questionnaires.

Suggestions and Recommendations
I used a questionnaire method as a tool for collecting data and information pertaining to the
project. The questions used were open ended as well as close ended. While conducting the
survey I personally observed that:
The delay in the survey resulted in vague memories of the program. The participants
took time in recollecting some data that they were required to fill in the questionnaire
hence I suggest, that the feedback should be taken a bit earlier like the ideal time
would be just after four weeks from the date of the inception of the training
program.
Depending on the program some programs do provide study material but there are
some programs (Intelligent Marking Solutions etc.) which have no reference material.
The participants do attend the program but later on while implementing they have no
material to follow up. Thus some handouts or some input should be provided for
later reference and implementation.
The survey helped me derive that their were some participants who were registered
for the program and were interested in participating, but have not been able to attend
due to some specific and genuine reasons. Such participants should be provided
with some training program material or course process which would be
beneficial and helpful to them. This will help them update their skills and
knowledge in parallax with colleagues who attended the program.
Return on investment tells us the percentage return we have made over a specified
period as a result of investing in a training program. On the assumption that benefits
will continue to accrue some time after the training, then the period that we specify is
critical to the ROI figure we will obtain. We may like to specify a period that fits in
well with the organizations planning cycle perhaps a yearor two years it is
relatively simple to calculate return on investment:


I would like to suggest that the company should calculate its ROI on training
program:
% ROI = (Benefits / Costs) x 100
Forecasting and measuring costs
Administration costs
Faculty costs
Facilities
Participants costs
Evaluation costs
Forecasting and measuring benefits
Labor savings
Productivity increases
Other cost savings


10) References
Stefanie K.J.et al, (2012) go for the Goal: Relationship between Goal Setting and Transfer of
Training Following Leadership Development Academy of Management Learning &
Education.11: 555-569
Brian D.B. at al., (2010) Transfer of Training: A Meta-Analytic Review Journal of
Management.36: 1065-1105
Karina N.et al, (2010) does training managers enhance the effects of implementing team-
working? A longitudinal, mixed methods field study Human Relations. 63: 1719-1741
Lisa A.B. et al., (2009) Accountability in Training Transfer: Adapting Schlenker's Model
of Responsibility to a Persistent but Solvable Problem Human Resource Development.
8: 382-402

Questionnaire
Q: A. The Training Program I attended was relevant to my job:
Q. B. The Concepts and Techniques I learnt during the training could be
put into practice in my job:
Q: C. The Training program was complete/sufficient with regards to its objectives:
Q: D. The topics covered were relevant/adequate for my job:
Q: E. I have been able to implement the concept/techniques (learnt during
the training) on-the-job:
Q: F. To implement what I have learnt during the training, I get co-
operation from my superiors and subordinates.
Q: G. As a result of this training program, I have been able to contribute to
the divisional productivity/Quality:
Q: H. As a result of this training program, there has been an improvement in my
knowledge and skills:






Questionnaire for Superior of the Participant

Q: A. The Training was relevant to my Subordinates Job:
Q: B. He/She has been able to apply (on the job) the concepts learnt during
the Training Program:
Q: C. There has been an improvement in the Efficiency/Productivity of my
subordinate:
Q: D. As a result of my subordinates training; there have been visible
changes in the work culture in terms of using these
tools/techniques/concepts:
Q: E. After the training there has been a significant change in my
subordinates attitude towards the job and people at work.